Name the benchmarks a number falls between
When to use this goal
For students who round by rules they misremember and need to see which two benchmark numbers a number sits between first. Present levels in place value and counting by tens and hundreds decide readiness.
- Baseline
- Include numbers with a 9 in the target place (395 is between 390 and 400) and numbers exactly halfway. Score the benchmarks and the closer choice separately at baseline.
- Tips
- Teach this before or with rounding (ma-ns-017); the circled closer number is the rounded value. It also supports estimating sums and checking calculator answers.
- Limits
- Does not measure rounding to a stated place as a separate step. The halfway case needs a taught rule.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-050.
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Goal
By the annual IEP review date, given 10 two- and three-digit numbers and the direction to name the multiples of ten each falls between, the student will write the two benchmark numbers on either side of the number and circle the closer one independently with at least 90% accuracy on bracketed numbers, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 40% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Number Sense.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Math - Number Sense
- Baseline
- 40% accuracy.
- Annual goal393 characters
- By the annual IEP review date, given 10 two- and three-digit numbers and the direction to name the multiples of ten each falls between, the student will write the two benchmark numbers on either side of the number and circle the closer one independently with at least 90% accuracy on bracketed numbers, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 two- and three-digit numbers and the direction to name the multiples of ten each falls between
- Behavior
- The student will write the two benchmark numbers on either side of the number and circle the closer one independently
- Criteria
- With at least 90% accuracy on bracketed numbers, on 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on bracketed numbers
- Mastery rule:
- on 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 two- and three-digit numbers and the direction to name the multiples of ten each falls between, the student will write the two benchmark numbers on either side of the number and circle the closer one independently with at least 90% accuracy on bracketed numbers, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.